Examining interlanguage pragmatics from a relevance-theoretic perspective: Challenges in L2 production

Erika Marcet; Ryoko Sasamoto

doi:10.1515/ip-2023-4003

Article

Examining interlanguage pragmatics from a relevance-theoretic perspective: Challenges in L2 production

Erika Marcet
Erika Marcet is a Lecturer/Head of Japanese Section in the School of Modern Languages and Applied Linguistics at the University of Limerick (Ireland). She also collaborates with the Open University of Catalonia, where she teaches a postgraduate course in Linguistics. Based on her experience as an instructor of L2, Erika brings together pragmatics theory and educational practices to prepare learners how to communicate effectively in their L2. Her research focuses on L2 pragmatics instruction and learning, as well as teacher education. She combines notions in Sperber & Wilson's Relevance Theory and key advancements in the wider L2 pragmatics field to advance the teaching and learning of pragmatics.
and Ryoko Sasamoto
Ryoko Sasamoto works in the School of Applied Language and Intercultural Studies, Dublin City University, Dublin (Ireland). Her research is in the framework of Sperber & Wilson’s Relevance Theory and her research expertise is in the interdisciplinary area, working across different disciplines including Pragmatics, Audiovisual Translation, Reception Studies, and Linguistics. She is particularly interested in communication of emotions beyond verbal meaning, onomatopoeia, emoji and reaction GIFs, as well as pragmatics of Audiovisual Translation with a focus on telop and fansubbing. She also takes a mixed-methods approach using eye tracking technology, multimodal analysis and cognitive pragmatics.

Published/Copyright: August 16, 2023

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From the journal Intercultural Pragmatics Volume 20 Issue 4

Abstract

This paper explores three pragmatic challenges that learners of Japanese as L2 encountered during their study abroad programs and work placements in Japan. These challenges are examined within the framework of Relevance Theory. Research on interlanguage pragmatics of L2 Japanese is limited in scope, as studies mostly focus on speech acts and other sociolinguistic and interactional strategies. As a result, researchers have yet to formally establish how learners of Japanese have difficulties in regard to their production of meaning. This study draws on open-ended questionnaires, semi-structured interviews and focus group discussions to determine the pragmatic competence of L2 students across two Irish universities. The study demonstrates that learners have difficulties with processing both linguistic encoding and phenomena that involve inference. That is, learners’ inability to activate their pragmatic competence hinders their ability to produce communicative acts. Findings lend support to the need to enhance pragmatic competence among L2 learners through specific cognitive processes. This paper also contributes to the need for interlanguage pragmatics to be pursued in conjunction with current developments in Relevance Theory. It is argued that ideas developed within Relevance Theory can be particularly beneficial to the teaching and learning of pragmatic competence in the L2 classroom.

Keywords: interlanguage pragmatics; Japanese; L2 teaching and learning; pragmatic competence; Relevance Theory

Corresponding author: Erika Marcet, School of Modern Languages and Applied Linguistics, University of Limerick, Ireland, Email: erika.marcet@ul.ie

About the authors

Erika Marcet

Erika Marcet is a Lecturer/Head of Japanese Section in the School of Modern Languages and Applied Linguistics at the University of Limerick (Ireland). She also collaborates with the Open University of Catalonia, where she teaches a postgraduate course in Linguistics. Based on her experience as an instructor of L2, Erika brings together pragmatics theory and educational practices to prepare learners how to communicate effectively in their L2. Her research focuses on L2 pragmatics instruction and learning, as well as teacher education. She combines notions in Sperber & Wilson's Relevance Theory and key advancements in the wider L2 pragmatics field to advance the teaching and learning of pragmatics.

Ryoko Sasamoto

Ryoko Sasamoto works in the School of Applied Language and Intercultural Studies, Dublin City University, Dublin (Ireland). Her research is in the framework of Sperber & Wilson’s Relevance Theory and her research expertise is in the interdisciplinary area, working across different disciplines including Pragmatics, Audiovisual Translation, Reception Studies, and Linguistics. She is particularly interested in communication of emotions beyond verbal meaning, onomatopoeia, emoji and reaction GIFs, as well as pragmatics of Audiovisual Translation with a focus on telop and fansubbing. She also takes a mixed-methods approach using eye tracking technology, multimodal analysis and cognitive pragmatics.

Research funding: This work was supported by the Irish Research Council [GOIPG/2019/3317, 2019–2021].

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Published Online: 2023-08-16

Published in Print: 2023-09-26

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https://doi.org/10.1515/ip-2023-4003

Keywords for this article

interlanguage pragmatics; Japanese; L2 teaching and learning; pragmatic competence; Relevance Theory